Search results

1

Preterm discharge effects: Relationship between the maternal experience and newborn’s psychobiological regulation

100%

Sparano A., Nieznanska A. A., De Berardinis D., Panetta V., Ferri R., Agostino R.

Polish Psychological Bulletin

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2011

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vol. 42

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issue 2

81-85

EN

The purpose of this study is to investigate how the past experiences of mothers and their potentially traumatic events during pregnancy may have influenced the processes of psychobiological self-regulation and cognitive development in a child born preterm. Eighty children who had a gestational age of < 32 weeks were examined at the 9th month of the corrected age. The mothers and children were divided in two groups: multipara mothers and their children and the primipara mothers and their children. These children were examined on the basis of sleep disorders, nutritional problems and mental development. Perinatal data from clinical observations and data from standardized developmental tests (BSID, II ed.) were used to describe the differences. The children of primipara mothers who had unexpected preterm delivery presented major incidences of sleep disorders while the children of primipara mothers, who programmed preterm delivery, presented a major incidences of nutrition problems. The predictability of preterm delivery has a major influence on the capacity of newborns for self-regulation in the case of primipara mothers.

2

Generic and Specific Numeral Classifier Input and its Relation to Children’s Classifier and Number Learning

100%

Atagi N., Sandhofer C. M.

Psychology of Language and Communication

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2015

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vol. 19

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issue 2

101-127

EN

In Japanese, numeral classifiers-or measure words-co-occur with numbers in counting phrases. Th e present study characterized parent numeral classifier use and its relation to children’s classifier acquisition and number learning. Twenty-four Japanese-speaking parents and their two- to six-year-old children viewed and talked about two wordless picture books about counting to each other. Children also participated in a Counting task and Give-N task. Results revealed (1) parents’ classifier use changed in relation to children’s age and classifier use, and (2) parents’ increased use of specific classifiers was uniquely associated with children’s number understanding. These results suggest that aspects of children’s language and numerical development are related to parents’ language input, demonstrating the importance of examining the relation between language and cognition in a developmental context.

3

The Bilingual Advantage and the Language Background Bias

100%

De Angelis G.

Theory and Practice of Second Language Acquisition

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2019

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vol. 5

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issue 2

11-23

EN

The idea that bilingualism can give us an advantage in life is of great interest to the scientific community due to its significant positive implications for healthcare and education at large. In recent years, several scholars have provided evidence in favour of the so-called bilingual advantage or benefit, suggesting a positive association between bilingualism and cognitive development. In order to understand whether the claim is fully warranted, the present paper sets out to examine the evidence in support and against the existence of a bilingual benefit for individuals. Following a brief discussion on the use of the terms bilingualism and multilingualism in the literature, the paper proceeds to provide a summary of evidence of advantages and disadvantages currently associated with prior language knowledge in the mind, highlighting some of the possible reasons for the different results that are being reported and introducing the language background bias. The paper ends with some suggestions for future research that can help us move forward and increase our understanding of the bi-/multilingual advantage as a broader phenomenon.

4

Children’s Metaphors – an Inspiration to Change the Thinking of Cognitive Development and Logopedic Therapy

100%

Jęczeń U.

Logopedia

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2018

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vol. 47 EN

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issue 1

151-167

EN

The article presents selected results of the author’s studies on the metaphorical description of emotions by six-year-old children. The studies show that the presentation of meaning through metaphors makes it easy for children to explain difficult concepts. Children’s metaphors allow us to illustrate the different nature of thinking in children, and, as a result, their highly original definitions. The article is an attempt to show a new perspective in logopedic therapy based on cognitive abilities, children’s imagination and their metaphorical skills. The presented suggestion addressed to therapy from the pragmatic angle only outlines the problem.

5

Exposure to widespread environmental toxicants and children’s cognitive development and behavioral problems

100%

Jurewicz J., Polańska K., Hanke W.

International Journal of Occupational Medicine and Environmental Health

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2013

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vol. 26

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issue 2

185-204

EN

Nowadays a special attention is focused on prenatal and childhood exposures to a variety of contaminants in the environment, especially toxicants widely present in the environment and their impact on children's health and neurodevelopment. This article aims at evaluating the impact of exposure to several widespread toxicants including: polycyclic aromatic hydrocarbons (PAHs), phthalates, bisphenol A, brominated flame retardants and gas cooking on children's cognitive development and behavioral problems by reviewing most recent published literature. Epidemiological studies focusing on exposure to widespread toxicants and children's development for the last eleven years were identified by a search of the PubMed, Medline, Ebsco and Toxnet literature bases. The combination of following key words was used: 1) referring to the exposure: pregnancy, prenatal exposure, postnatal exposure, gas cooking, exposure to phthalates, bisphenol A, brominated flame retardants, PAHs and 2) referring to outcome: neurodevelopment, neurobehavior, psychomotor development, behavioral problems, cognitive development, mental health, school achievements, learning abilities. The results from the presented studies suggest that there are strong and rather consistent indications that the developing nervous system is particularly vulnerable to insult from low levels of exposure to widespread environmental contaminants such as: phthalates, bisphenol A, brominated flame retardants, polycyclic aromatic hydrocarbons, gas cooking. Considering the suggested health effects, more epidemiologic data is urgently needed and, in the meantime, precautionary policies must be implemented.

6

Encouraging the development of cognitive operations in early school age children by applying the system of didactic games

100%

Stojanović B., Milovanović R., Ćirković-Miladinović I.

The New Educational Review

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2016

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vol. 44

139-152

EN

The aim of this research was to examine whether the development of cognitive abilities of students can be encouraged under the influence of didactic games. The research was conducted on a sample of 163 first grade primary school pupils and an experiment with parallel groups was applied. The results obtained have shown that there is a statistically significant difference (r=0.000 < 0.05) between the achievements of the experimental and control groups in recognizing, naming, abstracting, forming and defining geometric shapes. Hence, this proved that the possibility of applying this approach at the beginning of schooling should be considered.

7

Associations between music education, intelligence, and spelling ability in elementary school

88%

Hille K., Gust K., Bitz U., Kammer T.

Advances in Cognitive Psychology

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2011

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vol. 7

1-6

EN

Musical education has a beneficial effect on higher cognitive functions, but questions arise whether associations between music lessons and cognitive abilities are specific to a domain or general. We tested 194 boys in Grade 3 by measuring reading and spelling performance, non verbal intelligence and asked parents about musical activities since preschool. Questionnaire data showed that 53% of the boys had learned to play a musical instrument. Intelligence was higher for boys playing an instrument (p< .001). To control for unspecific effects we excluded families without instruments. The effect on intelligence remained (p< .05). Furthermore, boys playing an instrument showed better performance in spelling compared to the boys who were not playing, despite family members with instruments (p< .01). This effect was observed independently of IQ. Our findings suggest an association between music education and general cognitive ability as well as a specific language link.

8

The role of teacher imagination in conceptualising the child as a second language learner

88%

Guz E., Tetiurka M.

Studies in Second Language Learning and Teaching

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2013

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vol. 3

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issue 3

419-439

EN

In order to initiate and maintain meaningful interaction in a young learner L2 classroom, an adult teacher needs to approach children in ways consistent with their developmental profile and adjust teaching methodology so as to accommodate young learners’ current skills. This requires the ability to predict the child’s possible responses to classroom events by imagining what s/he might think and how s/he might behave when presented with specific instructions. Bearing in mind that the teacher’s perception of the world is purely and completely adult in nature, in order to be effective, educators need to create a mental image or a concept of a young learner by gathering knowledge about his or her developmental characteristics and fully grasping the pedagogical implications of this knowledge. In this paper, we aim to explore the role of imagination in the conceptualisation of a child as a second language learner amongst university level pre-service teachers involved in an early primary EFL education programme. We report on qualitative research based on data obtained in the course of a two semester teacher training course of 35 BA and 30 MA students majoring in English. In the study, we focused on the working image of the child’s developmental characteristics created by the participants and their ability to employ this in their teaching. Our data show a substantial discrepancy between the participants’ theoretical conceptions concerning the business of teaching and the actual actions undertaken during lessons with young learners. Although participants were able to successfully identify the most distinctive developmental characteristics of primary-level learners, they experienced difficulty with integrating them into actual classroom practice.

9

The role of teacher imagination in conceptualising the child as a second language learner

88%

Guz E., Tetiurka M.

Studies in Second Language Learning and Teaching

|

2013

|

vol. 3

|

issue 3

419-439

EN

In order to initiate and maintain meaningful interaction in a young learner L2 classroom, an adult teacher needs to approach children in ways consistent with their developmental profile and adjust teaching methodology so as to accommodate young learners’ current skills. This requires the ability to predict the child’s possible responses to classroom events by imagining what s/he might think and how s/he might behave when presented with specific instructions. Bearing in mind that the teacher’s perception of the world is purely and completely adult in nature, in order to be effective, educators need to create a mental image or a concept of a young learner by gathering knowledge about his or her developmental characteristics and fully grasping the pedagogical implications of this knowledge. In this paper, we aim to explore the role of imagination in the conceptualisation of a child as a second language learner amongst university level pre-service teachers involved in an early primary EFL education programme. We report on qualitative research based on data obtained in the course of a two semester teacher training course of 35 BA and 30 MA students majoring in English. In the study, we focused on the working image of the child’s developmental characteristics created by the participants and their ability to employ this in their teaching. Our data show a substantial discrepancy between the participants’ theoretical conceptions concerning the business of teaching and the actual actions undertaken during lessons with young learners. Although participants were able to successfully identify the most distinctive developmental characteristics of primary-level learners, they experienced difficulty with integrating them into actual classroom practice.

10

Polish and Ukrainian University Students’ Perspectives on Academic Writing: A Comparative Overview

88%

Kozolup M., Kokor M., Savchynskyi R.

Central European Journal of Communication

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2020

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vol. 13

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issue 3(27)

352-370

EN

Communication, both written and oral, as the key to academic and professional success has received much scholarly attention in the academic communities of Western Europe and North America. However, in the Eastern European educational scene, teaching academic communication, especially academic writing, in institutions of higher education has been largely neglected for a long time. This research attempts to look at academic writing practices at two universities in Ukraine and Poland from the students’ perspectives. The survey conducted among students pursuing master’s degrees in education and pedagogy at both universities aimed to reveal their attitudes, beliefs and opinions in three domains: cognitive, social and affective. The results lead to some important inferences: students’ exposure to academic writing is insufficient; the potential of writing as a learning tool is not fully understood; students’ awareness of academic integrity is rather low. The tendencies observed across institutions are mostly similar with occasional significant differences.

11

Předškolní vzdělávání a školní zralost dětí ze sociálně znevýhodněného prostředí

88%

Cakirpaloglu P., Kořínek R.

Psychologie a její kontexty

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2014

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vol. 5

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issue Supplement

3-16

EN

The adaptability of children to the school environment and their potential to succeed there is closely linked to the development of their cognitive and social skills. These are primarily linked to personal factors -physical maturity as well as mental or emotional maturity and the environment in which those children grow up. This fact is evident in children growing up in disadvantageous socio-economic conditions. In general the school readiness of children from socially-disadvantaged backgrounds is affected by the specific environment, the primary family and a number of other factors. A significant support of psychosocial development and successful adaptability at the start of the compulsory education is the preschool education, especially for children growing up in disadvantageous socio-economic conditions. The presented study focused on the effect of pre-school education on school readiness in first grade children. 24 children from socially disadvantaged environment were tested twice - for first time shortly after the beginning of their first grade and for the second time before the end of the first grade. The children were then divided into two groups - those who attended pre-school education and those who started school without any pre-school education programme. The attendance thus made the independent variable in the research design. There were three research questions - what is the impact of pre-school education on: Q1: general cognitive functioning (tested using the Intelligence Image Scale), Q2: on the ability to acquire the reading skills (tested using the Reversal test by Edfeldt) and Q3 on the social maturity of the children (tested using the Vineland scale of adaptive behaviour) The results of the study suggest that pre-school education has significant effect on social skills and this effect increases during the first year. The reading skills were better in children who attended the pre-school education however this impact decreases over time. There was no statistically significant difference between cognitive functioning in both groups of children. No negative effects of pre-school education were identified. The results are in partial contradiction to other research and literature - specifically the outcome in cognitive functioning was unexpected. This can be attributed to limited number of participants. However we suppose that the results support the importance of pre-school education. Its impact could be further studied using longitudinal studies as well as focusing in more detail on the individual aspects of social exclusion and its effects on school readiness.

12

Symbolically Mediated Interaction and Perspective-taking: A Social-relational Perspective on Social Cognitive Development

88%

Tunc D. U.

Avant

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2019

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vol. 10

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issue 3

EN

It is widely agreed that perspective-taking plays an important role in the development of children’s understanding of themselves and others as social agents with their own beliefs, desires, goals, and representations of the world. However, how perspective-taking is realized and how the ability of perspective-taking develops is a matter of dissensus. The two theories currently dominating social cognition research, theory-theory, and simulation-theory construe perspective-taking as modeling, thus as an individual and inferential process. Interactionist theories prioritize interpersonal interaction but deny perspective-taking a constitutive role by arguing for a basic, immediate understanding of self and others in interaction. Cognitivist accounts downplay the role of interaction, while interactionist accounts overemphasize the role of sub-symbolical processes. What is central to perspective-taking and its development, but missing in either approach is symbolically mediated interaction. The social-relational perspective dating back to Lev Vygotsky and George Herbert Mead cuts across this schism and offers valuable insight into how perspective-taking develops through symbolic activity within a social context. Adopting the basic elements of the social-relational framework, the present work argues that understanding of self and others depends on the development of perspective-taking ability through symbolically mediated interaction. Perspectives are primarily differentiated, assumed, and coordinated within social interaction and subsequently through the individual, cognitive operation of perspective-taking. Symbolic mediation facilitates this transition from the social enaction of perspective-taking to mental construal and coordination of perspectives by transforming the structure of action. Higher order mental processes are not presupposed but constituted by social interaction through the child’s internalization of the perspectival structure of symbolic communication.

13

Reality in blind people’s drawings. Research procedures and tools

88%

Niestorowicz E.

Szkoła Specjalna

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2018

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vol. LXXIX(5)

341-353

EN

The study presented in this article looks at how the phenomena of reality are constructed in totally blind people’s drawings. Analysis focuses on drawing skills and their development seen based on drawings made by people who have been blind since birth. Raised-line drawings made on a special drawing film for blind people were analyzed. The analysis covered: 1. Blind people’s cognitive abilities – the way they see phenomena. 2. Abilities and ways of presenting phenomena in drawings. 3. Determining stages in the development of drawing skills in blind children as compared to the development of drawing skills in sighted children. The study was motivated by the desire to answer the following questions: What similarities and differences are there in the process of drawing by people with disabilities and in their drawings? What esthetic features (content, form, uniqueness of presentation, manner of displaying emotions) do blind children’s drawings have? How are the phenomena of reality depicted in blind people’s drawings? What difficulties do blind people encounter in making a drawing on a two-dimensional surface? Does blind children’s artistic development take place in a similar way as sighted children’s artistic development? Are blind children at a similar level of artistic development as their sighted peers? I proposed a model of artistic creation that takes into consideration the content and form of drawings and the artist’s creativity and emotionalism which was used as a tool in the analysis. All aspects of the analysis refer to the stages of drawing development in sighted children proposed by: Stefan Szuman, Viktor Lowenfeld, W. Lambert Brittain, and Georges-Henri Luquet.

14

The Psychomotor Development of Children Attending Forest Kindergartens in Poland

75%

Christ M.

Chowanna

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2021

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issue 2(57)

1-17

PL

Artykuł koncentruje się wokół tematu rozwoju psychoruchowego dzieci uczęszczających do leśnych przedszkoli. Jako tło i punkt odniesienia do wyników badań własnych zostały zaprezentowane wyniki badań innych autorów, ukazujące wpływ przyrody na funkcjonowanie dzieci. Szerzej przedstawiono wyniki badań przeprowadzonych w Czechach i Niemczech, ukazujących rozwój dzieci z tamtejszych leśnych przedszkoli. Centralną część tekstu stanowi prezentacja wyników badań własnych, dotyczących rozwoju psychoruchowego dzieci uczęszczających do leśnych przedszkoli w Polsce. Z badań wynika, że dzieci uczęszczające do leśnych przedszkoli w Polsce, które zostały objęte badaniem, są zróżnicowane pod względem rozwoju psychoruchowego, jednak w większości przypadków ich rozwój nie odbiega od orientacyjnej normy. Leśne przedszkola stwarzają warunki do prawidłowego rozwoju psychoruchowego dzieci.

EN

The article focuses on the topic of psychomotor development of children attending forest kindergartens. Other authors’ research findings, showing the influence of nature on the functioning of children, were presented as a background and a reference point to the results of my own research. The research carried out in the Czech Republic and Germany, whose results indicate the development of children from local forest kindergartens, are presented in greater detail. The central part of the article is the presentation of the resultsof own research concerning the psychomotor development of children attending forest kindergartens in Poland. The research demonstrates that children who attend the said forest kindergartens vary in terms of their psychomotor development, however, in most cases their development does not deviate from the indicative norm. Therefore, forest kindergartens create conditions for children’s proper psychomotor development.

15

Praktyka obierania perspektyw jako instrument rozwoju

63%

Kielar M. B.

Rocznik Andragogiczny

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2017

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vol. 24

EN

The goal of the article is an analysis of the phenomenon of taking perspective as an instrument of development. The topic is described in the light of integral theory and constructive-developmental theory (S. Cook-Greuter’s model). Both models present an evolutionary, vertical view of the practice of taking perspective: from narrow egocentric point of view till complex and rare worldcentric/kosmocentric view of reality. Then, the practice of taking perspective is presented in the context of self-development of postconventional leaders and how they support the development of others. Finally the Author outlines benefits and possible obstacles in the field of taking perspective. The results of the analysis can contribute to developing the aspects of consciousness (e.g. cognitive) in the practice of education.

PL

Celem artykułu jest analiza zjawiska obierania perspektyw jako narzędzia rozwoju świadomości. Zagadnienie przedstawiono w świetle teorii integralnej i teorii konstruktywistyczno- rozwojowej (na przykładzie modelu S. Cook-Greuter). Obie teorie ukazują ewolucyjny, wertykalny wymiar praktyki obierania perspektyw: od wąskiej perspektywy egocentrycznej po rzadką światocentryczną/kosmocentryczną. W dalszej części omówiono praktykę obierania perspektyw w kontekście samorozwoju liderów z rozwiniętą świadomością postkonwencjonalną oraz to, jak wspierają oni rozwój innych. Na koniec Autorka podkreśla korzyści i możliwe przeszkody w obszarze obierania perspektyw. Wyniki analizy mogą przyczynić się do rozwijania aspektów ludzkiej świadomości (np. poznawczego) w praktyce edukacyjnej.

16

Metafory dziecięce inspiracją do zmiany myślenia o rozwoju poznawczym i terapii logopedycznej

63%

Jęczeń U.

Logopedia

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2018

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vol. 47

|

issue 1

183-200

PL

W artykule przedstawiono wybrane wyniki badań własnych dotyczących metaforycznego opisywania emocji przez sześcioletnie dzieci. Wyniki badań pokazują, że ujęcie znaczenia za pomocą metafor ułatwia dzieciom wyjaśnienie trudnych pojęć. Metafory dziecięce pozwalają zobrazować odmienność myślenia dzieci, efektem tego procesu są oryginalne definicje analizowanych pojęć. Artykuł jest próbą ukazania nowej perspektywy w terapii logopedycznej bazującej na możliwościach poznawczych dzieci, ich wyobraźni oraz zdolnościach metaforycznych. Postulat pod adresem terapii logopedycznej jest tylko zarysowaniem problemu.

EN

The article presents selected results of the author’s own studies into the metaphorical description of emotions by six-year-olds. The results of inquiries show that the presentation of meaning by means of metaphors makes it easier for children to explain difficult concepts. Children’s metaphors enable illustration of the different way of thinking by children and, as a result, their highly original definitions. The article is an attempt to show a new perspective in logopedic therapy based on children’s cognitive capabilities, their imagination, and metaphorical abilities. The suggestion regarding logopedic therapy is meant to only to signal the problem.

17

Kognitivní a motorické vývojové trajektorie nedonošených dětí a dětí s nízkou porodní hmotností

63%

Hoffmannová P., Burešová I.

Československá psychologie (Czechoslovak Psychology)

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2022

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vol. 66

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issue 2

130-144

EN

A premature birth is still a topical issue around the world. Despite advanced health care, prema-ture infants show a wide range of health com-plications that affect their development with varying degrees of intensity. The problems most associated with cognitive and motor develop-ment include sensory organs and brain dam-ages. However, the psychomotor development of premature infants may be impaired even if such neurosensory impairment is not present and it may go in different directions. The aim of this work is to provide an overview of possible trajectories of cognitive and motor development in premature children and to point out the need for interdisciplinary long-term care for these in-dividuals.

CS

Problematika předčasného porodu je ve světě stále stěžejním tématem, protože i navzdory pokročilé zdravotní péči vykazují předčasně narozené děti široké spektrum zdravotních kom-plikací, které s různou mírou intenzity ovlivňují jejich vývoj. K problémům nejčastěji spjatým s kognitivním a motorickým vývojem se řadí poškození smyslových orgánů a mozku. Psycho-motorický vývoj nedonošených dětí může však být narušen i v případě, že není takovéto neuro-senzorické postižení přítomno a může se ubírat různými směry. Cílem této práce je poskytnout přehled možných trajektorií kognitivního a mo-torického vývoje u předčasně narozených dětí a poukázat tak na nezbytnost interdisciplinární dlouhodobé péče o tyto jedince.

18

La grammatica all’età adolescente. Soluzioni didattiche applicate in una nuova serie di manuali "Va bene!"

63%

Kaliska M., Kostecka-Szewc A.

Italica Wratislaviensia

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2018

|

issue 9.2

119-141

EN

The present paper aims at presenting the practical applications of the action-oriented approach to teaching Italian grammar featured in Va bene!, a new handbook series intended for Polish learners between the ages of 13 and 16. According to the CEFR, such an approach treats language learners as “social agents” who accomplish tasks (which are not exclusively language-related) in a given set of circumstances and within a particular field of action. This definition mainly places the teaching/learning process into the social context: learners use the second language in order to achieve given communicative goals. According to pedagogical research findings, two essential factors influence the effectiveness of the learning process: an interactive environment and personal engagement, which allow learners to better elaborate on language data. The teaching tasks proposed in the series Va bene! attempt both to comply with the action-oriented approach and to fulfil young learners’ needs.

IT

Il presente intervento si propone di presentare le modalità dell’applicazione dell’approccio orientato all’azione nell’insegnamento della grammatica sull’esempio della nuova serie dei manuali Va bene! ideati appositamente per apprendenti polacchi di età tra i 13 e i 16 anni. Secondo il QCER le persone che apprendono una lingua sono ‘attori sociali‘ che devono eseguire certi compiti (di tipo non solo linguistico) in date circostanze e all’interno di uno specifico campo d’azione. Dunque, il documento colloca l’insegnamento/l’apprendimento di lingue nell’ambito sociale: gli apprendenti utilizzano la lingua per raggiungere determinati obiettivi comunicativi. Inoltre, secondo le ultime ricerche di stampo pedagogico, due fattori influiscono sull’efficacia dell’apprendimento: la necessità di interagire e il coinvolgimento emotivo dell’apprendente che permette una profonda elaborazione dei dati. Le attività didattiche proposte nel manuale mirano da una parte all’osservazione dei presupposti teorici dell’approccio azionistico, dall’altra alla soddisfazione dei bisogni dei giovani apprendenti.

19

Rodzice – partnerzy czy wrogowie polskiej edukacji?

63%

Chojak M.

Wychowanie w Rodzinie

|

2016

|

vol. XIII

|

issue (1/2016)

293-310

EN

In recent years the educational system in Poland has been subject to numerous reforms, heated discussions and more or less credible examinations and reports. Apart from politicians, scientists, teachers and psychologists, parents also contributed. Unfortunately their arguments aren’t often taken into consideration, and protests are meeting exclusively with the criticism. They don’t have the needed know-how or experience after all. Research conducted by me has shown that, in fact, parents had the greatest cognitive impact on the development of children before they began to learn at school. It is their active or passive attitude that essentially shapes the level of school readiness in the sphere still considered by many to be the most significant in the school and life career of man. Apart from the fact that, most importantly – these are parents having legal responsibility for their children, they should have the final word on the question of bringing up and educating them.

PL

W ostatnich latach system edukacji w Polsce jest przedmiotem licznych reform, zagorzałych dyskusji oraz mniej lub bardziej wiarygodnych badań i raportów. Poza politykami, naukowcami i pedagogami czy psychologami, do działań tych włączyli się także rodzice. Niestety, ich argumenty często nie są brane pod uwagę, a protesty spotykają się wyłącznie z krytyką. Nie mają oni przecież potrzebnej wiedzy specjalistycznej ani doświadczenia. Przeprowadzone przeze mnie badania wykazały, że w rzeczywistości to rodzice mają największy wpływ na rozwój poznawczy dzieci przed rozpoczęciem nauki w szkole. To ich aktywna bądź bierna postawa zasadniczo kształtuje poziom gotowości szkolnej w sferze przez wielu nadal uważanej za najistotniejszą w karierze szkolnej i życiowej człowieka. Poza tym, co najważniejsze – to rodzice jako opiekuni prawni, w świetle obecnych przepisów, powinni mieć decydujący głos w kwestii wychowania i kształcenia ich dzieci.

20

Cztery poziomy refleksyjności studentów

63%

Perkowska-Klejman A.

Teraźniejszość – Człowiek – Edukacja

|

2014

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vol. 66

|

issue 2

69-78

PL

Przedmiotem rozważań w prezentowanych badaniach była refleksyjność studentów pedagogiki na różnych poziomach edukacji akademickiej. Badania miały charakter studiów porównawczych. Pomiar myślenia refleksyjnego studentów został dokonany za pomocą zaadaptowanego do warunków polskich Kwestionariusza do Mierzenia Poziomów Myślenia Refleksyjnego (Questionnaire to Measure the Level of Reflective Thinking) autorstwa Kember i in. (2000). W narzędziu tym jest mowa o czterech poziomach funkcjonowania poznawczego w ramach refleksyjności, mianowicie o: „działaniach rutynowych”, „rozumieniu”, „refleksji” i „krytycznej refleksji”. Wyniki badań potwierdziły założenie, że trzy grupy studentów z różnych poziomów studiów różnią się w zakresie refleksyjnego myślenia.

EN

What was the subject of considerations in this study was the reflectiveness of pedagogy students at different levels of academic education. The research had a comparative nature. The measurement of students’ reflective thinking was made by the Polish adaptation of Questionnaire to Measure the Level of Reflective Thinking by Kember et al. (2000). The reflective thinking may be categorised into four distinct stages: “habitual action”, “understanding”, “reflection” and “critical reflection”. The results confirmed the assumption that three groups of students at a different level of studies differ in their reflective thinking.

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